22nd Annual FACET RetreatKeynote Address

May 21, 2010

Questing Inward, Outward, and Forward: The Intrapersonal, Interpersonal, and

Transpersonal Nature of Teaching Excellence

Bernardo J. CarducciFACET Class of 1989

Indiana University Southeast

The Dominant Response: A Unifying Principle

Transition Triggers the Dominant Response • Dominant Response Defined• Purpose of the Dominant Response• Problems with the Dominant Response• Responding to the Dominant Response• Producing a Productive Dominant Response

Questing Inward: Intrapersonal Considerations

Intrapersonal Considerations: Processes operating within the individual that influence successful teaching

Basic Process: Internal Factors that Influence How Students Learn

Basic Issue: Changing Technologies for Learning vs. Stable Principles of Learning

Basic Principles of Learning: Four E’s of Effective Learning• Engagement: Attention• Encoding: Organization• Elaboration: Meaningfulness• Evaluation: Feedback

Basic Principles of Learning: Four E’s of Effective Learning

Step 1: Engagement: Capturing Attention

Basic Response of Technology: “Identity Intensity Game” andthe Fight to Capture Attention

Basic Brain Response: Sensory Adaptation and a Drift to Boredom

Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain• Pedagogical Dinner Party—“Teaching Around Your Plate”

• From the Kitchen to the Classroom: The “15-Minute” Rule

Basic Principles of Learning: Four E’s of Effective Learning

Step 2: Encoding: Organization

Basic Response of Technology: Standardization of Information

Basic Response of the Brain: Seeking and Creating Organization

Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain• Prior to Class: Getting Organized• During Class: Stay Organized • After Class: Continued to be Organized• Vary Your Organization: Disorganize Your Organization

Step 2: Encoding: Organization

Prior to Class: Getting Organized

• Post PowerPoint Outlines

• Post Course Objectives

• Post List of Key Terms

• Post List of Key Concepts

• Post List of Key Connections

Step 2: Encoding: Organization

During Class: Stay Organized• Begin class with a summary of what will be covered in that

class• Use phrasing during class that signals to students that

principal information is about to be presented:

▪ “As was noted in the list of course objective, …”

▪ “Now here is a connection posted earlier.”• End class with a summary of highlighted information• Use in-class quizzes at various points in the class to

reinforce information deemed critical• Temporal Structure—The Use of Class Time

▪ Showing up on time or even early

▪ Stopping on time

▪ Use all of the class time

Step 2: Encoding: Organization

After Class: Continue to be Organized• Periodically schedule review sessions during office hours,

since you are already there

• Schedule review sessions with TAs or supplemental instructors

Point to Remember: Vary Your Organization to Capture Attention and Avoid Sensory Adaptation

Basic Principles of Learning: Four E’s of Effective Learning

Step 3: Elaboration: Creating Meaningfulness

Basic Response of Technology: Promoting the Process ofIdentification, Self-Disclosure, and Social Networking

Basic Response of the Brain: The Self-Reference Effect

Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain + a Touch of Narcissism• Indirect Sources of Self-Reference: Ready-Made Resources

• Direct Sources of Self-Reference: Self-Made Resources

• Share the Self-Reference Resources: “Look-At-Me”

Step 3: Elaboration: Creating Meaningfulness

Indirect Sources of Self-Reference: Ready-Made Resources• YouTube Video• Movie Clips• Music Lyrics• Web links on Specific Topics• Academic-Based Blogs

Direct Sources of Self-Reference: Self-Made Resources• “I See Theory” Essays• “As If” Essays or Activities• Course-Based Personal Narratives• Self-Based YouTube Videos• Data-based Course Blogs

Point to Remember: Self-Reference Expressions Should Be Linked to Course Content

Basic Principles of Learning: Four E’s of Effective Learning

Step 4: Evaluation: Providing Feedback

Basic Response of Technology: Providing an Immediate and Relevant(?) Response

Basic Response of the Brain: Feedback is the Cornerstone of Adaptation but is Mediated by Motivation

Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain• Frequency of Feedback• Variation of the Feedback• Consequences of the Feedback

Point to Remember: Response to Evaluation will be Linkedto the Previous Three E’s

Questing Outward: Interpersonal Considerations

Interpersonal Considerations: Processes Operating to Help Making Connections with Others to Facilitate Your Research Efforts

Basic Issue: Teaching vs. Research

Basic Response: Promote Creative (Divergent) Thinking• Rethinking the Relationship Between Teaching and Research• Reexamining and Expanding Your Research Comfort Zone

Basic Solution: Practice Divergent Thinking• Academic Double Dipping: Maximizing Your Teaching Efforts • Making Campus Connections: Collaborate with Others Within

and Outside of Your Department

Basic Solution: Promoting Divergent Thinking

Academic Double Dipping• Assess Teaching Variations for Research Reports• Evaluate Classroom Exercises and Activities for Research

Reports• Convert Classroom Exercises and Activities into Student

Workbooks• Convert Quizzes Practice Manuals and Test Items into Test

Banks • Consider Writing Textbook Supplements Based on Courses

You Teach• Covert Lecture Notes into Textbooks (Hint: Use

PowerPoints as Chapter Outlines)

Basic Solution: Promoting Divergent Thinking

Making Campus Connections • Expand Your Knowledge Base on Your Campus ▪ Pay Attention to What Others are Doing Within Your Department and Talk to Them About It ▪ Pay Attention to What Others are Doing Outside of Your Department and Talk to Them About It• Expand Your Knowledge Base on What Others are Doing

on Other Campuses and Talk to Them About It • Look for Opportunities to Collaborate with Individuals in

Your Community

Questing Forward: Transpersonal Considerations

Transpersonal Considerations: Future Trends and PossibilitiesBeyond Traditional Opportunities for Teaching Excellence

Basic Response: Teaching Outside the Classroom—Teaching as Community Service • Giving Teaching Excellence Away• Alfred Adler’s Social Interest: A FACET Philosophy• Campus Community Community Campus

Basic Issue: Fear of the Unknown and Unfamiliar Basic Solution: Intrapersonal and Interpersonal Resources• Go with What You Know: Staying with Your Strengths

• Utilize a Factorial Approach: Getting Out of Your Comfort Zone

Transpersonal Strategies for Expressing TeachingExcellence: Teaching as a Style of Life

Day-to-Day Expressions of Teaching Excellence: Model SocialInterest • Minimize Electronic Isolation: Log Off Your Computer

and Log Into Life

• Share Your Knowledge with Others in the General Public • Volunteerism: Become More Involved in the Lives of

Others 

Bottom Line: The Real Expression of Teaching Excellence is in the Heart, not just in the classroom or online.

The End

But Don’t Be Shy about Keeping in Touch.Here’s How:Bernardo J. Carducci, DirectorShyness Research InstituteIndiana University SoutheastNew Albany, IN 47150bcarducc@ius.edu812.941.2295www.ius.edu/shyness